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Logical-Mathematical Intelligence

Logical-Mathematical Intelligence

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Logical-Mathematical Intelligence

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  1. Logical-Mathematical Intelligence Howard Gardner’s Multiple Intelligence Theory

  2. People with highly developed logical/mathematical intelligences (math smart) understand the underlying principles of some kind of a causal system, the way a scientist or a logician does; or can manipulate numbers, quantities, and operations, the way a mathematician does. Howard Gardner’s Definition:

  3. Ability to recognize significant problems and then solve them Powerful reasoning ability Ability to explore, conjecture, and reason logically Ability to solve non-routine problems Ability to communicate about and through mathematics CHARACTERISTICS

  4. Characteristics, continued • Likes abstract thinking • Likes being precise • Enjoys counting • Likes being organized • Uses logical structure • Enjoys computers • Enjoys experimenting in logical way • Prefers orderly note-taking

  5. Key Mathematical Concepts • Problem solving • Communication • Reasoning • Connections • Estimation • Number sense and numeration • Whole number operations • Whole number computation • Geometry and spatial sense • Measurement • Statistics and probability • Fractions and decimals • Patterns and relationships

  6. Principles of logical mathematical intelligence • Mathematics involves confrontation with the physical world. • An autonomous approach to mathematics is crucial in the early childhood years • Logics and mathematics are developmental. • Opportunities for mathematical development occur daily.

  7. CONFRONTATION • “For it is in confronting objects, in ordering and reordering them, and in assessing their quantity, that the young child gains his or her initial and most fundamental knowledge about the logical-mathematical realm.” --Gardner

  8. AUTONOMY • An early childhood environment must promote autonomy. Constance Kamii said that children are quite capable of inventing their own algorithms to solve a problem. It is impossible to teach concepts of number. These concepts must be self-discovered.

  9. DEVELOPMENTAL • Logic and mathematics develop in stages and the stages offer a framework for providing appropriate materials, experiences, and expectations of young children.

  10. OPPORTUNITY • Math is everywhere—create, recognize, utilize, identify, symbolize, manipulate, interact, pretend, play, discover, . . .

  11. CAREERS in MATH • Scientist • Mathematician • Engineer • Biologist • Geneticist • Paleontologist • Pharmacist • Doctor • Emergency Medical Professional • Computer Programmer • Software Engineer • Inventor

  12. More CAREERS • Physicist • Astronomer • Researcher • Architect • Statistician • Accountant • Detective     • Lawyer • Economist

  13. Interesting quote . . . hmmmm • “If you ask mathematicians what they do, you always get the same answer. They think. They think about difficult and unusual problems. They do not think about ordinary problems: they just write down the answers.” --Egrafov, M.

  14. Nikolai Copernicus, 1473--1543

  15. Albert Einstein, 1879--1955

  16. Sir Isaac Newton, 1642-1727

  17. David Trayer, 1932--

  18. Stephen Hawking, 1942--

  19. Carl Sagan, 1934--1996

  20. Euclid of Alexandra, 325 BC—265 BC

  21. Archimedes of Syracuse, 287 BC—212 BC

  22. Pythagoras of Samos, 569 BC—475 BC

  23. Johannes Kepler, 1571--1630

  24. Galileo Galilei, 1564--1642

  25. Rene Descartes; Pierre de Fermat

  26. Blaise Pascal; Gottfried Wilhelm Leibnitz

  27. Pierre Simon Laplace; Johann Carl Friedrich Gauss

  28. Georg Friedrich Bernhard Reimann; Georg Cantor

  29. Leonhard Euler; Joseph-Louis Legrange